From isolating to blending contrasting self-attributes: a grounded theory of professional identity development in undergraduate architecture, engineering, and construction women

IntroductionScholars call for more studies to better understand how women in masculine and male-dominated (MM) STEM professions construct professional identities, while navigating gendered tensions. Yet, studies on professional identity development (PID) processes in undergraduate architecture, engineering, and construction (AEC) women are sparse and mostly adopt structuralist perspectives and cross-sectional approaches which do not fully capture agency and trajectories in PID processes. The pur